Approaches to Learning
Children are born with an inclination to learn. This is reflected in behaviors and attitudes such as curiousity, problem-solving, maintaining attention, and persistence.
Health & Physical Development - Older Toddler (18 to 36 Months)
Your older toddler is constantly moving - and that's a good thing! From running and jumping to dancing and hopping, this is a fun stage for kids and parents. While they're having all that fun, they don't even know that they're developing new motor skills. Spend lots of time with active play - running and kicking balls, enjoying toddler playgrounds and staying active. Continue to maintain healthy diets, and encourage drawing and dressing skills.
About This Domain
The Health and Physical Development domain focuses on children’s physical growth and motor development, sound nutritional choices, self-care and health/safety practices. Healthy children who are able to move and play are ready to learn more effectively in all domains.
Occasionally able to make nutritious choices with support.
Feed themselves using utensils and hands.
Accept or refuse food depending on their appetite and personal preference (make food choices at a meal, leave unwanted food on plate, ask for seconds of favorite food).
Notice and talk about food preferences, textures, temperatures, and tastes (crunchy crackers, warm soup, sweet apples).
Show satisfaction with new active skills and strengths (ask others to watch them. “I’m big and strong!”)
With guidance and support, transition from active to quiet activities.
Develop strength and stamina by spending moderate periods of time playing vigorously.
Use language about sleep (“Time for bed,” after clearing lunch things; give sign for sleep).
With guidance, participate in sleep routines (wash hands after lunch, get comfort item, listen to calming songs and/or stories, lie down on bed or mat).
Fall asleep on their own.
Sleep well, waking rested and ready for daily activities.
Coordinate movements for a purpose (kick, jump, step, pedal, push away).
Move through the world with a variety of movements and with increasing independence and control (run, jump, pedal).
Use familiar objects that encourage large motor movements (riding toys, crawl tubes, large ball in basket, slide).
Perform actions smoothly with balance, strength, coordination (dance, bend over to pick up a toy, reach up high on a shelf, walk up and down steps).
Use hands and eyes together with a moderate degree of control (complete puzzles, thread beads with large holes, use shape sorters, put on mittens, painting at easel).
Plan and use more complex refined hand movements (stack a few small blocks, draw, look for a favorite page in a book, practice self-care routines).
Use tools that require finger and hand control (large paintbrush, measuring cups, switches, shovel, rolling pin).
Initiate self-care routines and complete with guidance (put on some clothes, undress, throw away paper towel, begin to show interest in toileting).
Help with snack routines.
With guidance, remember cause and effect experiences and apply their experiences to future situations (avoid touching cold railing, walk slowly down steep hill where fall happened).
Increase self-control over their impulses (remind self not to touch something; wait for adult vs. running ahead).
Cooperate with adults in unsafe situation, such as being cautious with unknown dog and taking adult’s hand to cross street.
The South Dakota Early Learning Guidelines serve as a shared vision for all adults supporting young children's experiences prior to entering kindergarten. Positive interactions with trusted adults, engaging with peers, and consistent environments that are safe, healthy, and enhance learning are vital elements to support young children.
Goals and Developmental Indicators describe expectations for what children learn starting with infancy and covering all ages through kindergarten entry. These goals apply to all children regardless of what language they speak, what strengths/disabilities they may have, or specific unique family circumstances. Strategies to enrich the environment, support development and learning, and adaptations provide a variety of ideas to consider.
At the “heart” of the document are tables or developmental continuums that describe children’s learning and development from birth up to kindergarten. You can find these tables under the Learning Domain tab in our main navigation. These Goals and Developmental Indicators are divided into five domains:
Children are born with an inclination to learn. This is reflected in behaviors and attitudes such as curiousity, problem-solving, maintaining attention, and persistence.
Children's feelings about themselves and their relationships with others is the foundation for personality development. These characteristics and skills impact every other area of development.
From birth, children are learning language and developing the ability to communicate. Talking, singing, reading, and responding effectively when children express themselves are great investments supporting learning.
This fascinating area of development includes understanding how children aquire, organize, and use information in increasingly complex ways. Through play, skills are developed as the foundation for exploring and understanding more sophisticated concepts.
Physical growth, muscle development, nutrition, self-care, health and safety practices are included in this area. Safe and healthy practices suppport the ability to learn more effectively in all areas.